Using Evolutionary Data in Developing Phylogenetic Trees: A Scaffolded Approach with Authentic Data

Autor/inn/en	Davenport, K. D.; Milks, Kirstin Jane; Van Tassell, Rebecca
Titel	Using Evolutionary Data in Developing Phylogenetic Trees: A Scaffolded Approach with Authentic Data
Quelle	In: American Biology Teacher, 77 (2015) 4, S.274-283 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-7685
Schlagwörter	Leitfaden; Unterricht; Lehrer; Science Instruction; Evaluation; Misconceptions; Scientific Concepts; Biology; Secondary School Science; High School Students; Critical Thinking; Learning Activities; Hypothesis Testing; Data Analysis; Worksheets; Animals; Genetics; Science Experiments; Formative Evaluation; Summative Evaluation; Student Evaluation + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Evaluierung; Missverständnis; Biologie; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Kritisches Denken; Lernaktivität; Hypothesenprüfung; Hypothesentest; Auswertung; Animal; Tier; Tiere; Humangenetik; Schulnote; Studentische Bewertung
Abstract	Analyzing evolutionary relationships requires that students have a thorough understanding of evidence and of how scientists use evidence to develop these relationships. In this lesson sequence, students work in groups to process many different lines of evidence of evolutionary relationships between ungulates, then construct a scientific argument for a particular set of relationships as modeled in a cladogram. Visual and verbal scaffolds are used throughout the lessons to address common misconceptions and points of difficulty for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01